SEN Information Report Children with Special Needs or Disabilities

Extra support for children who have special education needs or disability is available from a number of staff, depending on the nature of the need. Children are normally recommended for this extra help by the class teacher. If you are concerned about your child’s progress in school, discuss this first with the class teacher who will advise, and if necessary consult our SENCO.

Whilst the school has its own arrangements for children with special educational needs or disabilities, the Local Authority has a wide range of services to help children. These include educational psychologists, speech therapists, dyslexia specialists, and more specialist help for pupils with hearing or sight loss or more complex areas such as ADHD or Autistic Spectrum Disorders. In all cases contact your child’s class teacher in the first place, or come and see the headteacher.

Collingwood Primary School Whole School Provision Offer

Collingwood Primary School is a fully inclusive school which ensures that all pupils achieve their potential personally, socially, emotionally, physically and educationally. We strive to ensure quality first teaching is applied across the whole curriculum, using a range of different teaching strategies, resources and activities.

SEND Links

Our School’s Offer for Pupils with
Special Educational Needs and / or Disabilities

Our School Offer lets you understand how we support pupils with special educational needs and disabilities.

We consult with pupils and their families by meeting with parents regularly through SEND reviews, parents’ evenings and informal meetings. These can be prompted by parents, teachers or external professionals.

How will school support my child and their additional needs?

Children are identified as having a special educational need when their level of progress has become a cause for concern. Interventions are quickly put in place to cater for individual needs.

Who will explain this to me?

Our SENCO oversees all support and progress of any child requiring additional support across the school.

We will let families know about any concerns about a pupil’s learning by contacting and arranging an information meeting to discuss next steps. Class teachers will liaise with the SENCO (Mrs Cate Storey) to discuss matters further.

What support is provided for my child?

When a pupil is identified as having special educational needs, we support their development and progress by using provision maps to monitor the support given to all children with additional needs. We then review the use of resources to maximise the effectiveness. Small group work, individual support and support within the classroom should ensure your child meets their individual targets.

Special Educational Needs Support Plans (SEND SPs) will allow class teachers to differentiate work and provide support where needed. Individual support is used to teach, practice and develop skills related to targets on their SPs. Support staff will have a clear understanding of targets and how to achieve them.

Support staff are placed where they are needed throughout the school to ensure pupil progress and independence. 1:1 and small group work is encouraged where needed to support individual needs. Interventions are put into place where and when needed and these are reviewed on a regularly basis.

Who will support my child?

The other people / agencies and teams providing services to children with a special educational need / disability in school include:

Educational Psychologist

Speech and Language Team

Language and Communication Team

Children’s Services

Dyslexia Team

Sensory Services

Pupil Referral Outreach Team

Public Health

GPs

Occupational Therapist

Ethnic Minorities and Travellers Asylum Seekers

We will work in partnership with other education providers to ensure that pupils make a successful transition to the next stages of their learning, through careful and coordinated planning of the transition. We provide scheduled transition days to the local secondary school and further visits for vulnerable children, we liaise with staff, including form teachers and SENDCos of the receiving schools. Should children need to transfer to specialist provision a transition plan will be put in place.

What training have the staff supporting children with additional needs had / are currently having?

All staff have completed, and will continue to receive, ongoing training in special educational needs and disabilities including:

Catch Up reading
Numbers Count programmes
First Class Numbers
Reading Recovery
Boosting Reading Potential
Speech and Language
1:1 RWInc
Makaton
Write Away Together
Numicon Maths
Social Nurture Groups
SEAL
Our fully qualified / trained Special Educational Needs Coordinator provides advice and guidance to staff in relation to any concerns which may arise. She has the accreditation of The National Award for SEN Coordination (NASC).

How will my family be supported?

The school works in partnership with families to help them support their children’s learning outside of school. We have learning mentors within school who work closely with parents and children. In school we also have an open door policy which allows parents to feel welcome in school. Early Health Assessments will be annually reviewed by class teacher and SENCO to allow additional needs to be met. Our family entrepreneur and the parent partnership team will support families where needed once a referral has been made.

Families are also signposted to services / organisations through the Local Offer

North Tyneside’s Local Offer

The purpose of the local offer is to enable parents and young people to see more clearly what services are available in their area and how to access them. It includes provision from birth to 25, across education, health and social care.

Parents can contact North Tyneside Parent Partnership Service for impartial information, advice and support in relation to their child’s special educational need and / or disability on tel. 0345 2000 109.

Collingwood Primary School co-operates with North Tyneside Local Authority in the ongoing development and review of the Local Offer as set out in Chapter 4 of the SEND Code of Practice (January 2015) and the associated Special Educational Needs and Disability Regulations 2014 (Part 4)

Behaviour and anti-bullying policies are regularly reviewed with a focus on how they affect pupils’ with special educational needs or disabilities.

The school’s self-evaluation process will look at teaching and learning for pupils with special educational needs and disabilities.

All school-related activities are evaluated in terms of their benefit to the learning and inclusion of pupils with special educational needs and disabilities.

If you would like further information about what we offer...

here at Collingwood Primary School then please contact
the Special Educational Needs Coordinator:

Mrs Cate Storey 0191 6053378

If you have any concerns about your child’s special educational needs or disability, their progress or the support you receive, we would ask that you to come into school and discuss matters further with your child’s class teacher and / or the Special Educational Needs Coordinator.

Although school complaints procedures are in place and can be accessed through our website we would always hope to resolve any issues or concerns informally by working in partnership with parents.

Evaluation of the effectiveness of the provision made for children with SEND

In evaluating progress, we have considered all the children on the SEND register receiving intervention.

Of the 71 children on the SEND register receiving interventions:

180/285 interventions gave rise to good or better progress – 63.16%

101/285 interventions gave rise to satisfactory progress – 35.44%

4/285 interventions gave rise to unsatisfactory progress – 1.4%

Evaluation of Provision

Provision to SEN pupils is highly effective. Expected progress for all children is three measurable steps across a school year – that is one step per term. For children with Special Educational Needs and Disability (SEND) the expectations are the same. Our progress data analysis shows that for the academic year 2016-2017 the children at our school with SEND are at or above this expected level of progress, with the exception of children with Cognition and Learning difficulties in Reading and Writing. The nature of the SEND issues for some of our children in the Cognition and Learning category has meant that they have made slightly less than expected progress in these areas. In real terms this equates to only ten children out of the entire school population.

We are confident that all of our SEN pupils achieve the very best that they can with the support of our SEN team. Our SEND policy is regularly reviewed and discussed with our governing body.

Admission Arrangements

All children will be admitted to Collingwood Primary School, irrespective of their needs, where a placement is deemed appropriate.

Transfer from / to other schools

The school makes every effort to ensure a smooth transfer from one school to another for all pupils. In order to affect this smooth transfer for pupils with special educational needs Collingwood Primary School will ensure:

All pupils are given the opportunity and are encouraged to visit Collingwood Primary School prior to entry. Special visiting arrangements can be made for those pupils with SEN on request from the parents/carers or feeder schools.

Pupils are given the opportunity and are encouraged to visit the high school of their choice prior to entry. Special visiting arrangements can be made for those pupils with SEN if it is deemed appropriate.

Relevant information/records are sent promptly to receiving high schools.

Every effort is made to gather all relevant information/records from the feeder primary schools for those pupils with SEN.

All teachers are given relevant information on pupils with SEN when they enter school

Accessibility Plan

The governors have prepared an accessibility plan in accordance with the Equality Act 2010. Details of this are available from the school office.